English Teaching, KATE Journal, English education, English learning, journal

Volume 75 Supplement 1 Summer 2020

Volume 75, Number 1

Volume 75 Supplement 1 Summer 2020

ISSN 1017-7108 (Print) / ISSN 2671-9312 (Online)

English Teaching is an open access journal published by the Korea Association of Teachers of English (KATE). All articles published by KATE are licensed under the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/). This permits anyone to copy, redistribute, remix, transmit and adapt the work, provided the original work and source is appropriately cited.

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    Table of Contents
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    Universal Grammar and Emergentism [FULL-TEXT AVAILABLE]
    William O’Grady* (University of Hawaii at Manoa) / Kitaek Kim (Seoul National University) / *corresponding author, email: ogrady@hawaii.edu
    English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 3-8
    DOI: 10.15858/engtea.75.s1.202006.3
    © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스
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    Forms as Topic Markers in Interlanguage [FULL-TEXT AVAILABLE]
    Bora Nam* (Indiana University) / *corresponding author, email: bnam@iu.edu
    English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 9-33
    DOI: 10.15858/engtea.75.s1.202006.9
    © 2020 The Korea Association of Teachers of English (KATE) / Open Access /크리에이티브 커먼즈 라이선스

    [ABSTRACT] This paper investigated the be-insertion phenomenon in L2 English. L2 learners often insert be-forms before thematic verbs, creating nontargetlike forms (e.g. She is love ice-cream). Based on L2 data from learners of topic-prominent L1s, a group of researchers have claimed that such be-forms are topic markers transferred from the L1s. As L1 transfer cannot be supported without comparing different L2 groups, however, this study examined the explanatory adequacy of the Topic Marker Hypothesis by comparing the Korean and Russian EFL learners at different proficiency levels. Their oral production and grammaticality judgment suggests that regardless of the L1, be-forms could mark topics in the early stages of interlanguage, supporting full access to UG. Due to L1 transfer, however, be-insertion by the Korean group was more relevant to topic marking while that of the Russian group was more relevant to encoding agreement. These findings show complicated interplay between L1 transfer and UG.
    [KEY WORDS] be-insertion, topic marker, L1 transfer, UG
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    Cross-Linguistic Influence in the Use of Be in L3 English by L1-Chinese and L1-Russian Children in Korea [FULL-TEXT AVAILABLE]
    Kyuhee Jo (Gyeongin National University of Education) / Seungjin Hong (University at Buffalo, The State University of New York) / Kitaek Kim* (Seoul National University) / *corresponding author, email: kitaek@snu.ac.kr
    English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 35-53
    DOI: 10.15858/engtea.75.s1.202006.35
    © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스
    [FUNDING INFORMATION] This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2018S1A5A8028933).

    [ABSTRACT] Errors with be, whether omission (e.g., John happy) or overuse (i.e., be-insertion; e.g., John is love Mary), have received particular attention in L2 acquisition studies exploring L1 transfer. This study investigates such errors in the context of L3 acquisition, focusing on L1 transfer. L1-Chinese (n = 34) and L1-Russian (n = 34) children with L2 Korean completed an elicitation production task designed to explore their use of English be. The study resulted in two main findings. First, L1-Russian children showed more omission errors than proficiency-matching L1-Chinese children, possibly due to an L1 transfer given that copula in Russian are dropped in the present tense. Second, L1-Chinese learners used be-insertion more frequently than proficiency-matching L1-Russian children, possibly due to using be for more functions (as a topic marker and an inflectional morpheme), as other research has shown for L2-English learners with topic-prominent L1s. Based on the findings, the study discusses some pedagogical implications.

    [KEY WORDS] be-insertion, be-omission, L1 transfer , L3 English acquisition
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    Testing Usage-Based Approaches to Assessing EFL Learners’ Development of English Argument Structure Constructions [FULL-TEXT AVAILABLE]
    Hyunwoo Kim (Yonsei University) / Yangon Rah (Korea Air Force Academy) / Haerim Hwang* (University of Hawai‘i) / *corresponding author, email: haerim@hawaii.edu
    English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 55-78
    DOI: 10.15858/engtea.75.s1.202006.55
    © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스
    [FUNDING INFORMATION] This research was supported by the Yonsei University Research Fund of 2019 (2019-22-0189).

    [ABSTRACT] Usage-based approaches to language acquisition explain language development as a gradual process of generalizing constructions through language experience. This study investigated second language learners’ development of constructional knowledge from the perspective of usage-based language development. A total of 169 Korean EFL students at five grade levels completed a sentence-sorting and a translation task. Results of the sorting task showed stronger constructional sorting as the learners’ grade level increased. Additionally, the sorting of intermediate-level learners was influenced by verb semantics such that the sentences including light verbs were more strongly clustered according to constructions than the sentences with heavy verbs, suggesting learners’ reliance on light verbs in the early stages of constructional development. Results of the translation task demonstrated a higher translation accuracy with increasing proficiency, but with a significant amount of variation across individual constructions contingent on the constructions’ syntactic and semantic complexity. Overall, our findings confirm the usage-based development of L2 learning.
    [KEY WORDS] constructional knowledge, Korean EFL learners, developmental process, sorting task, translation
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    L2 Prediction Guided by Linguistic Experience [FULL-TEXT AVAILABLE]
    Eunjin Chun* (The Hong Kong Polytechnic University) / *corresponding author, email: eunjin.chun@polyu.edu.hk
    English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 79-103
    DOI: 10.15858/engtea.75.s1.202006.79
    © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스
    [FUNDING INFORMATION] This work was supported by a Language Learning Dissertation Grant and a UF CLAS Dissertation Fellowship.

    [ABSTRACT] Research suggests that prediction is important for language comprehension and learning. Accordingly, it becomes crucial to understand factors that can influence prediction. In this regard, speakers’ prior linguistic experience such as parsing bias has been claimed to affect prediction in the error-based learning account. To test this claim, the current study, using the visual world eye-tracking paradigm, investigated if L2 speakers’ anticipatory eye movements are influenced by their parsing bias, and if individuals’ parsing bias interacts with their working memory capacity and/or vocabulary size for the prediction. The results showed no main effect of the parsing bias on the prediction overall, and the parsing bias did not interact with the working memory capacity and/or the vocabulary size for the prediction. Importantly, however, the speakers’ parsing bias significantly interacted with the trials. The influence of the parsing bias over the course of this experiment suggests that L2 speakers’ prediction is guided by their recent experience with linguistic input as well as long-term linguistic experience.
    [KEY WORDS]  L2 prediction, parsing bias, linguistic experience, the error-based learning account
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    A Constructionist Approach [FULL-TEXT AVAILABLE]
    Jungyoun Choi (Indiana University Bloomington) / Min-Chang Sung* (Gyeongin National University of Education) / *corresponding author, email: mcsung@ginue.ac.kr
    English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 105-126
    DOI: 10.15858/engtea.75.s1.202006.105
    © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

    [ABSTRACT] This study examines L2 fluency in speaking interactions based on the number and type of utterances. The participants were 25 Korean eighth-grade learners of English as a foreign language. They performed five communicative tasks in groups, and their speaking interactions were audio-recorded and analyzed to measure the frequencies of sentence-level and word-level utterances. Results showed that learners of different levels of L2 fluency greatly varied in their frequencies of sentence-level utterances. Construction-based analyses found that the frequency variation in sentence-level utterances was primarily attributable to the transitive construction and a small set of intransitive constructions. Further investigation of the transitive complementation patterns suggested that L2 learners’ use of the nominal complementation [V+NP] became more productive as they expanded their repertoires of transitive complementation in developmental sequence based on a set of complementation clusters. Regarding these acquisitional patterns of the constructions in respect to L2 fluency development, the present study concludes with pedagogical implications and suggestions for future studies.
    [KEY WORDS] L2 speaking interaction, fluency, sentence-level utterance, argument structures, transitive construction